Lab completion marks are used to check that you have completed and understood all of the material in the lab. This system is designed so that the lecturers and demonstrators know that everyone in the class understands and that no one is being left behind. Therefore, for you to get a full marks you have to come to all the labs and complete the designated tasks. We encourage people to work together to figure the answers out, the best way to show that you have mastered a concept or idea is to try and teach someone else. You'll find that you'll remember the day's lesson a lot easier if you argue with one of your mates about how something actually works. Lab Completion Marks:You complete all the material in that week's lab. The following week the lecturer or demonstrator will look over and discuss with you what you have done. If they are satisfied with your response you will receive a 'tick,'. If you have not completed the work in the lab to a satisfactory level, you will receive partial or no credit for that lab. General Lab Etiquette:Lab time is the time to ask questions, receive feedback, and work through the academic tasks. It is common for students to require more time to complete labs (up to 3 or 4 hours). This is the responsibility of the student to do so. The lab space is typically open to students most days (8AM to 6PM), and if it is locked, you can see staff on Level 3 of West in order to obtain access.If you cannot make it to a lab: EMAIL the head demonstrator (Elodie) to let them know right away. We will accommodate you if you are sick, or have a legitimate reason for missing the lab. The lecturers are the people to discuss larger issues (long term illness, death in the family, etc.). Please review Canterbury's policy on Aegrotats, before going to the lecturers.Demonstrators and peers are to be treated with respect at all times. Plagiarism is not tolerated and will result in major consequences to the student. Any behavioural problems will be dealt with in accordance to University of Canterbury policies.

<p>Virtual field trips (VFTs) are a means to give learners a genuine experience and feeling of what it<br />would be like to participate in in-person fieldtrips but can also act as a teaching resource to meet other<br />learning outcomes that are not necessarily related to fieldwork. These virtual experiences can provide<br />greater accessibility for people that cannot participate in in-person field trips for reasons such as<br />logistics, cost, or physical ability. Using internet browsers, we have been able to create online content<br />that is interactive with mapping activities, communication exercises, animations, 360° videos, virtual<br />rocks, detailed thin sections of rocks, and questions with automated feedback. These VFTs have been<br />used as more than just a replica of an in-person field trip, they can be used in a variety of contexts. As<br />an example, our research group has used them as: 1) flexible knowledge resources to replace lectures<br />and supplement hands-on laboratory classes and tutorials; 2) fieldwork preparation resources that<br />teach content and allow students to explore outcrops they will visit in person; and 3) a self-guided<br />field trip when group field trips are impractical or impossible (e.g., student illness).<br />We have found that VFTs allow educators to take students to places they would otherwise not be able<br />to go, to familiarize students with field skills and content before going into the field to maximize<br />learning on in-person field trips. Our research results from student interviews, focus groups and pre-<br />post measures of learning show that students enjoy and engage well with the digital content, although<br />we are still far from an immersive in-person field experience. Looking to the future, we are continuing<br />to develop new ways for students to genuinely explore and discover on a VFT, making use of mixed<br />reality, which has the potential to provide students with an even more immersive experience. Such<br />interactive VFTs can be suitable replacements for lecture content in a flipped classroom or as<br />preparatory exercises for in-person fieldtrips, but they should only replace in-person fieldtrips after<br />careful consideration.</p>

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